The University of Texas at Austin - Apprentice Teaching Final Evaluation

Apprentice Teacher Information
Name (last, first, middle)
********************************************* / Semester/Year
Spring 2011 / Subject(s)/Grade(s)
Science/ 8th grade
Placement Details
School District and Campus Name
Austin ISD McCallum High School
This page to be completed by UNIVERSITY FACILITATOR and COOPERATING TEACHER
INDICATE APPROPRIATE LEVEL OF PERFORMANCE FOR EACH CLUSTER (with a scale of 0 to 4)
U = Unsatisfactory BC = Beginning Competent C = Competent AC = Advanced Competent
Cooperating Teacher / University Facilitator
Cluster I: Subject Matter Knowledge / U / BC / C / AC / U / BC / C / AC
The components in Cluster I define how deeply teachers understand the subject, its connections to other subjects, the state standards, and national standards.
Teachers who excel in Cluster I design instruction that reflects an understanding of content and important concepts and principles within that content. Their design and delivery is coherent in its approach to topics, assessment strategies, and appropriateness to the range of students in the class. / 0 / 1 / 2 / 3 / 4 / 0 / 1 / 2 / 3 / 4
*****’s science background is very strong and when teaching students new subjects she can teach to a depth of understanding that is appropriate for advanced level students.
***** has gone above and beyond, not only telling her students about the lectures she also met them at UT to hear the lectures herself. /
Ms. ***** knows her geology and is able to ask pointed questions and expand upon the answers her students present. Notable is her offering extra credit to go to UT lectures on relevant topics. She also makes connections between Austin geological features and the lesson at hand, making the material relevant to them.
Cluster II: Equity and Inclusive Design / U / BC / C / AC / U / BC / C / AC
The components in Cluster II define how teachers understand the student and how the student’s background, gender, race, needs, learning style, religion, and culture affect the classroom environment and individualized instruction.
Teachers who excel in Cluster II design classroom activities that take advantage of classroom diversity to maximize learning for all students and consistently provide seamless and appropriate accommodations. / 0 / 1 / 2 / 3 / 4 / 0 / 1 / 2 / 3 / 4
***** has control of her classes. She is direct with her expectations and follows through with consequences and students respect her authority in the classroom.
More importantly ***** plans engaging lessons with all of the class-time filled with relevant activities. / Ms. ***** has an easy manner with her students, but is consistently firm but fair. She treats all students equally, but she is sensitive to their needs. She circulates the room and asks questions to help them complete the assignment: What would happen if? What is your hypothesis? As she does so, she may make quiet comments on work that is missing or offer encouragement to students.
Cluster III: Teaching Preparation / U / BC / C / AC / U / BC / C / AC
The components in Cluster III define how teachers use their knowledge of the subject, students, and resources to organize and prepare to teach.
Teachers who excel in Cluster III use their knowledge of the subject, students, and resources to design lessons and activities that appropriately use technology, provide effective student assessments, and engage all students in learning. / 0 / 1 / 2 / 3 / 4 / 0 / 1 / 2 / 3 / 4
***** was fearless in planning lessons that used technology, involved lots of movement, even in and out of the classroom. She handled computer and printer problems seamlessly so that education was never disrupted.
***** provided consistent and regular feedback to students about their performance.
***** talked to each student in her classes about their progress/grades and made herself available to them for tutoring. / Ms. ***** has been well prepared each time that I have observed her. She did an impressive job of setting up the students’ dynamic earth project with checkpoints, rubrics, even a behavior contract. All of the students were responsible for their group’s success. Also impressive are her questions, which have been well thought out and cover Bloom’s taxonomy.
Cluster IV: Classroom Environment / U / BC / C / AC / U / BC / C / AC
The components in Cluster IV define how teachers create the learning environment for their students.
Teachers who excel in Cluster IV develop classroom environments that are safe, are relatively free of behavioral disruptions, maximize instructional time, and promote all students to actively and appropriately participate in discussions and activities. / 0 / 1 / 2 / 3 / 4 / 0 / 1 / 2 / 3 / 4
The students in Ms. *****’s classes know that she is happy with her choice of careers! The kids see her enjoy what she is doing and that makes for a comfortable, safe environment.
I observed Ms. ***** teach students a lesson about “Making Healthy Choices” and I was impressed by how open she was with the students and how many of them were willing to share their feelings and experiences. Truly they feel comfortable with her. / Ms. ***** is usually by the door as students enter the room. Her pleasure in teaching and in working with these young people is obvious. Time is generally maximized for instruction. Students have room to work both independently and collaboratively. She reminds students to be respectful of each other and models this behavior. She has high standards for their work. Her students respect her.
Cluster V: Instruction and Delivery / U / BC / C / AC / U / BC / C / AC
The components in Cluster V define how teachers teach and guide students in learning.
Teachers who excel in Cluster V communicate clearly and accurately, using questioning and teaching strategies to promote students to actively participate and think deeper about the subject. Effective teachers in this cluster also demonstrate flexibility and responsiveness to their students and the learning environment and promote students to cognitively engage in significant learning. / 0 / 1 / 2 / 3 / 4 / 0 / 1 / 2 / 3 / 4
At the end of every class period ***** would question students and have them review with her the important topics of the day. Frequently she would ask questions that would connect what the students had been working on to either past or future learning.
Many days ***** had to be flexible with her plans, because of the inevitable things that happen at junior high; assemblies, field trips etc. She was always able to help students through these little academic road bumps. / After their presentations for the dynamic earth project, students were asked subject specific questions, requiring them to think on their feet and know their subject pretty thoroughly. They are learning about earth science but also how to give a presentation and use documentation for their work. Her voice is clear and conveys a sense of being in control of herself, her subject, and her class. Usually, her classes end with a review and a time for reflection about the day’s lesson.
Cluster VI: Professional Responsibilities / U / BC / C / AC / U / BC / C / AC
The components in Cluster VI define how teachers communicate with colleagues, parents, administrators, and the com-munity to enhance their professional growth.
Teachers who excel in Cluster VI remain current in their subject, continue to seek professional development opportunities to enhance their teaching, communicate and include parents and the community in the educational environment, consistently use feedback and assessments to reflect on and improve their teaching, and contribute to their school and district. / 0 / 1 / 2 / 3 / 4 / 0 / 1 / 2 / 3 / 4
***** participated in parent conferences, teacher meetings, teacher in-service days and department planning sessions. She made herself “one of the team” while she was with us at McCallum. / ******* seeks additional resources on the internet and from other educators to improve her teaching. She reads journals with up-to-date information on effective teaching strategies and bet practices to teach her content.
Fulfillment of University Professional Development Sequence Expectations
Cooperating Teacher / University Facilitator

Scaled

0 (rarely) 1 (minimally) 2 (often with rare exceptions) 3 (consistently) 4 (exceptionally) / 0 / 1 / 2 / 3 / 4 / 0 / 1 / 2 / 3 / 4
Is present and prompt except for emergencies
Performs assigned duties promptly (meeting deadlines)
Maintains communication with Cooperating Teacher and University Facilitator
Reflects on and incorporates supervisory suggestions
Works with faculty/students/parents/administrators in an ethical and professional manner
Works cooperatively with Apprentice teachers, faculty, and staff

Evidence:

***** was an excellent sub for me this semester when I was out of the classroom for field trips or professional development opportunities. I was always comfortable knowing she was at school and in charge!

Additional Comments:

UF: Observing Ms. *****’s classes has been a pleasure. She exhibits a maturity and professionalism that suggest that she will eventually be a master teacher.

CT: We have offered ***** a job at our school to teach in the science department!

University Facilitator (Printed Name, Phone Number) / Signature and Date
Cooperating Teacher (Printed Name, Phone Number) / Signature and Date
I have seen the completed final evaluation form; my signature does not imply that I agree with the evaluation.
Apprentice Teacher (Printed Name, Phone Number) / Signature and Date